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Intervention Mapping: A Process for Developing Theory and Evidence-Based Health Education Programs
L. Kay Bartholomew, EdD, MPH
Center for Health Promotion Research and Development, The University of Texas Health Science Center at Houston, P.O. Box 20186 (W-902), Houston, TX 77225; phone: 713-500-9630; fax: 713-500-9602; lkb{at}utsph.sph.uth-tmc.edu
Guy S. Parcel, PhD
Center for Health Promotion Research and Development at the University of Texas Health Science Center, Houston
Gerjo Kok, PhD
Feculty of Psychology, University of Maastricht, the Netherlands
The practice of health education involves three major program-planning activities: needs assessment, program development, and evaluation. Over the past 20 years, significant enhancements have been made to the conceptual base and practice of health education. Models that outline explicit procedures and detailed conceptualization of community assessment and evaluation have been developed. Other advancements include the application of theory to health education and promotion program development and implementation. However, there remains a need for more explicit specification of the processes by which one uses theory and empirical findings to develop interventions. This article presents the origins, purpose, and description of Intervention Mapping, a framework for health education intervention development. Intervention Mapping is composed of five steps: (1) creating a matrix of proximal program objectives, (2) selecting theory-based intervention methods and practical strategies, (3) designing and organizing a program, (4) specifying adoption and implementation plans, and (5) generating program evaluation plans.
Health Education & Behavior, Vol. 25, No. 5,
545-563 (1998)
DOI: 10.1177/109019819802500502
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